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Author: Tim UrdanPublisher: IAPISBN: 1607527502Format: PDF, MobiDownload Now
The introduction of the psychological construct of selfefficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, selfregulation, and accomplishment without discussing the role played by selfefficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the selfefficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of selfefficacy, including that of the Father of Social Cognitive Theory and of selfefficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.

Author: Frank PajaresPublisher: IAPISBN: 1593113668Format: PDF, ePubDownload Now
The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.

Author: Sanna JarvelaPublisher: ElsevierISBN: 0123814782Format: PDF, DocsDownload Now
Social and emotional aspects of schooling and the learning environment can dramatically affect one's attention, understanding, and memory for learning. This topic has been of increasing interest in both psychology and education, leading to an entire section being devoted to it in the third edition of the International Encyclopedia of Education. Thirty-three articles from the Encyclopedia form this concise reference which focuses on such topics as social and emotional development, anxiety in schools, effects of mood on motivation, peer learning, and friendship and social networks. Saves researchers time in summarizing in one place what is otherwise an interdisciplinary field in cognitive psychology, personality, sociology, and education Level of presentation focuses on critical research, leaving out the extraneous and focusing on need-to-know information Contains contributions from top international researchers in the field Makes MRW content affordable to individual researchers

Author: Tim UrdanPublisher: IAPISBN: 1607526964Format: PDF, DocsDownload Now
In this inaugural volume, we solicited chapters from leading scholars in a variety of fields related to education. Our aim was to provide a broad overview of several of the most pressing concerns regarding the education of adolescent students. The volume begins with an historical perspective from Barbara Finklestein, who provides background regarding America’s changing perceptions of adolescence as a developmental period and how American society has approached the task of educating this age group over time. This is followed by chapters from Carol Midgley and from Sanford Dornbusch and Jeanne Kaufman regarding the organization, purpose, and function of schools designed to serve early and late adolescents. Midgley uses an achievement goal theory lens to analyze middle level schools; Dornbusch and Kaufman consider senior high schools, adopting a more sociological perspective.

Author: Larry Curtis BryantPublisher: ProQuestISBN:Format: PDF, ePubDownload Now
This qualitative study examines the beliefs surrounding self-efficacy as constructed by African American adolescent males who experience special education as students. The perspectives of 8 participants were explored through self-reported efficacy profiles and in-depth interviews. Data were analyzed in the phenomenological tradition to explore relationships between life experiences and self-efficacious beliefs of participants. Although individual meanings varied, shared themes emerged that cut across reported levels of self-efficacy as measured by the Self-Perception Profile for Adolescents. In broad strokes, the findings explore student reflections of their efficacy within the school environment, as well as at home and in the community. Although participants were not aware of their disability diagnoses, they were aware of differential treatment by educators, which they attributed to race. Participants expressed frustration with the messages associated with the differential treatment and seemed to believe they could not control school outcomes because of cultural mismatches. Participants also described teaching and management practices that contributed to or militated against their perceptions of success and control in school environments. Although school variables appeared important, home and community variables were reported as having the most impact on their efficacy development. Participants believed that their self-efficacy primarily revolved around developing survival skills necessary to navigate their current social situations at home and in the community, including issues related to gangs, drugs, poverty, absent fathers, and employment possibilities. Implications of the study for teacher education, teacher practices, and future research are explored.

Author: Florentina TaylorPublisher: Multilingual MattersISBN: 1783090006Format: PDF, ePub, DocsDownload Now
This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning.

Author: Carol Camp YeakeyPublisher: Lexington BooksISBN: 0739186388Format: PDFDownload Now
Urban Ills: Confronting Twenty First Century Dilemmas of Urban Living in GlobalContexts brings together original research by a wide array of interdisciplinary scholars to examine contemporary dilemmas impacting urban life in global contexts, following the latest global economic downturn. Focusing extensively on vulnerable populations, economic, social, health and community dynamics are explored as they relate to human adaptation to complex environments.